Feminist Thinking on Education in Victorian England

Autor/in	Schwartz, Laura
Titel	Feminist Thinking on Education in Victorian England
Quelle	In: Oxford Review of Education, 37 (2011) 5, S.669-682 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2011.621684
Schlagwörter	Foreign Countries; Feminism; Womens Education; Females; Advocacy; Higher Education; Gender Differences; Historians; Educational Theories; Social Class; Politics of Education; Educational Change + Suchen Sie Ihr Suchwort? Ausland; Feminismus; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Sozialanwaltschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Historian; Historiker; Educational theory; Theory of education; Bildungstheorie; Social classes; Soziale Klasse; Educational policy; Bildungspolitik; Bildungsreform
Abstract	This article examines some of the conversations that took place between women's rights advocates on the subject of female education. The relationship between Victorian feminism and educational reform was a complex one, and historians have long argued over whether campaigns for women's schools and colleges can be termed "feminist". This article maintains, however, that it is possible to identify a current of feminist analyses, ideas and debates which formed an important part of the broader movement for women's education. "Theory" in this context was driven less by individual thinkers than by networks in dialogue with each other, responding to a clear practical agenda. Clusters of educational reformers were distinguished by their varying religious outlooks, attitudes to sexual difference, the kind of education they advocated, and their relationship to the wider movement for women's emancipation. This article focuses primarily on higher education, and particularly on the Oxbridge women's colleges, as arenas in which some of these themes and disagreements were most prominently and clearly articulated. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10